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Individual and Structural Attributions for Poverty and Persistence in Family Literacy Programs: The Resurgence of the Culture of Poverty
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Prins, Esther; Schafft, Kai A. – Teachers College Record, 2009
Background/Context: Educational researchers have long sought to understand the factors that enable or constrain persistence in non-formal family literacy and adult education programs. Scholars typically posit three sets of factors influencing persistence: situational (learners' life circumstances), institutional (programmatic factors), and…
Descriptors: Poverty, Persistence, Economically Disadvantaged, Adult Education